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RepositoryUniversity Archives and Special Collections Centre
Reference NumberUAL/OH/2/13
TitlePeter Gosnell
DescriptionInterview with Peter Gosnell, Technician at Chelsea College of Art and Design (retired).

The interview can be accessed in QuickTime Movie and Waveform Audio formats, and a transcript is also available.

Interview description:

Video 1 [00:00] Began career at UAL in 1989; engineering student; starting painting and drawing classes; Jerry Hunt; application to Camberwell foundation course. [03:16] Grew up in London; passion for subject; unique time for art schools; no student fees; lack of experience. [06:04] Family feel of Camberwell; structure of classes; taught lettering by Donald Jackson; decision to take sculpture at Camberwell. [08:08] Decision to choose Camberwell; grant system for students to attend local colleges; tutors at Camberwell; connections to Euston Road painters; assumption that you would become artists. [10:33] Sense of community; hall; loss of atmosphere currently; describes first week; meeting Quentin Crisp; steep learning curve. [12:04] Small college; expansion of buildings; Sumner Road site; 9 students per year; current growth in student numbers; changes in education. [14:14] Camberwell press; influence of arts and crafts movement; William Morris; Coldstream Report. [15:55] Remaining in touch with Camberwell; ILEA disbanded; Principal John Harris; reputation of Foundation course; invitation to teach; skills as a maker. [19:48] Father’s passion for model engineering; enjoyment of making; passion for horology; use for skills in job. [22:21] First foundation technician at Camberwell; Jim Pearson; Wilson’s annex; challenge of role; breadth of art; transferrable skills; became a bespoke furniture maker; other roles outside Camberwell. [26:48] Return to Camberwell; ex-students as employees; passion for student experience; supporting staff. [28:17] Changes through period working at Camberwell; Textile department closed; becoming part of London Institute; professional managers introduced; barrier between artists and managers. [31:06] Describes changing role of technician; university changed role of technician; focus on teaching and learning; interactions with students; no marks during own experience; organized workshops. [35:41] Present role; old photographic processes; line between technicians and academics blurred; work in film; running 3D workshop; opportunity for development. [38:32] Move to photography resource centre; analogue photography; lead on moving darkroom; input into environment; developing specialist print room. [41:33] Developing digital side; input from others; finite role. [44:45] Interest in maritime clocks; John Harrison; Longitude film; published papers on topic; interest in early English factory-made clocks; taking courses in clock-making; influence on current job; own photographic practice. [48:52] Little impact of Wimbledon inclusion; meeting other technicians; benefits not filtering down. [50:40] Current changes at Camberwell; first college campus; student expectations of opening times; specialisms of staff. [53:56] Changes to student fees; impact of changes on structure of courses; open access facility; student demands for open access. [55:45] International students; impact of student fees; enjoyment from helping students. [57:44] Identity of colleges and university; Grayson Perry’s biography; pace of change; opportunities offered by own experience at Camberwell; remaining relevant educators. [01:00:12]
Date10 Aug 2016
CreatorRosa Kurowska-Kyffin
Extent1 audiovisual recording; 01:00:12
LevelFile
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